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Chapter 2: a Sense of Fairness

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Chapter 2: a Sense of Fairness 2 A Sense of Fairness Bags of Magic he children inside the gate laughed, sang songs, and played with T a ball. The children outside the gate watched them. The 20 or so children outside the gate were different, a subset of the society in which they lived. They were children whose formative growth years would be stunted by their immediate world, one seem- ingly accustomed to disadvantage and disregard. To Inderjit Khurana, the only teacher at her small school, there could be no starker contrast. As her surname reflects, Inderjit Khurana’s cultural origin is India. The town where she began her school is Bhubaneswar. The year was 1978. “The scene at my school used to be a few children inside the school and tons of children outside the entrance gate,” Inderjit told us. “They came from neighboring slums. The children outside the gate would be naked or semiclad. They were disheveled and dirty because the parents were not at home. The parents were at work. Most of the girl children were carrying their little siblings around with them. An older girl wearing just a pair of panties carried a baby that was naked. The girl may have been 8 or 9 years old, and the baby was about 9 months. “They were at the gate because they saw such fun and joy,” Inderjit continued. “They didn’t have a childhood like that. They were just left 29 30——The Humanitarian Leader in Each of Us with duties, chores to be done at home such as look after the baby and cook the rice. They had very sad accidents because they were little chil- dren given a big responsibility. One of the young girls who was going to remove the water from the rice once it was done was pouring it out and the whole pan fell on her. Her left arm was completely burned.” The parents, Inderjit told us, put a cow dung plaster on the child’s arm instead of informing anyone or taking her to the hospital. “It was only when we didn’t see the girl outside the gate for about 10 days that we went to her home and found what had happened to her,” Inderjit remembered. “She was lying on the bed with an infected wound. We treated her and got her to a hospital, but some of the skin had shrunk, and her arm couldn’t be straightened. But at least her infection was gone.” These were the forgotten children of India, invisible to the middle- class world of Inderjit’s students and their parents. But to Inderjit, their presence was conspicuous and troubling. She saw them congre- gate at the school gate each day; she saw them stare at her students with a mixture of wonder, confusion, and wistfulness; and she knew it was not right that while the children inside the gates went to school, those outside did not. Inderjit wanted to do something for these children who she knew could never escape their impoverished lives without an education, but she realized there were powerful social barriers to overcome. If she let the poor children outside the gate come to the school free of charge, she told us, the middle-class parents would withdraw their children. “Either way it would fail, whatever I was doing,” she said. Little did Inderjit know that she would find a way to turn this “lose-lose situa- tion,” as she called it, into a win-win. Inderjit stood only 5 feet (1.5 meters) tall, but she always had lofty ambitions. She married young at age 19 and later earned her master’s degree in history and received her teacher’s training in early child- hood education. In 1977 her husband retired, and they moved to Bhubaneswar, a city in the state of Orissa on the east coast of India. For the first 3 months, Inderjit was at a loss trying to settle into this new society. “Playing cards and partying were not something I wanted to do,” she said. “That’s what the other females did in that society. I wanted to be usefully occupied.” CHAPTER 2 • Sense of Fairness——31 So she started a preschool center with just two 3-year-olds and no advertising. “I had just a little board to say it was Ruchika, which means something that is interesting and aesthetic. At the end of the year, I had 11 children. It was just by word of mouth. I was the only teacher, and I was also the only chauffeur. I was driving the children around in my car to see places of interest and taking them to the zoo and things like that. I think the visibility got the other nine children. I charged 40 rupees, or $1.00, for each child per month.” The school’s reputation steadily grew, and 7 years after it opened, enroll- ment had climbed to 90 students. Despite the success of her school, Inderjit could not forget the children outside the gate. She recalled, in particular, how they seemed to mirror every move the Ruchika children made. “They smiled at the children when they were smiling. When the children were playing games and laughing, they would also laugh a little. I’m sure it crossed their minds, why couldn’t they go to a place like the children inside the gate?” But Inderjit knew that there would never be a time when these children would be included in any learning environment like her school. She knew the sad truth, a destiny the children were too young to fully appreciate. Their time would never come. After much deliberation, Inderjit came to an important realization. “I made a silent commitment that one day I would reach out to these children in a place where they would be accepted and where I could take the school to them. That’s where the idea began: If the child can- not come to a school, then take the school to the child. I had to scout around before I chose the group which I found was the most appro- priate. I found that group at the railway station.” Selecting her newest group of students at the railway station was no accident. Inderjit often found herself there, as the railway station is a major hub of activity in Bhubaneswar. She would see children wiping the trains’ compartment floors and begging for money from passengers. Later on, Inderjit would discover that these “railway chil- dren” belonged to a vast underclass of millions of young people who lived in the streets. But in the beginning, all she cared about was help- ing these children who spent their days at the railway station, but who had no destination. 32——The Humanitarian Leader in Each of Us On April 7, 1985, confronted by long, hard odds, Inderjit took the first step toward helping the railway children. “I went to the railway station with a colleague of mine, and we just carried what we called our bags of magic,” she remembered. “We each carried a bag of sto- rybooks, crayons, paper, paints, some sweets for the end of class, and soap because I knew they would love a bath. As it turned out, the bath was the most popular activity. The children at the railway sta- tion, with the steam engines and sleeping on the floor, were always dirty. I thought, if their clothes were dirty at least their bodies should not have body lice, skin infections, and things like that.” Inderjit and her fellow teacher had 11 children on the first day they went to the railway station. By November 12 of the same year, that number had reached 114. Everyone, however, did not view the railway children with the same compassion that Inderjit showed. “From the beginning, we had a lot of train passengers coming in and saying, ‘Why are you trying to educate these children? You think you are saving their lives? God has sent them into families like this because it was predestined. They were supposed to be poor, and they will remain poor, and they will remain uneducated. It is karma. They are paying for the karma of the last life by having a difficult time in this life.’” Inderjit felt differently. In her eyes, they were simply children at the edge of humanity and in danger of falling off. “We had girls getting pregnant at age 12,” Inderjit told us. “While promoting HIV/AIDS awareness, I would say to them, ‘Do you know how sick you can get with this kind of open sex? You might just die!’ This one young girl turned around and told me, ‘But I’m dead already.’ It’s because she had no control over her body. It just earned her money to live.” Inderjit knew their troubles could not be washed away with a bar of soap. She also knew she did not want to merely nurture their status in life, but help them rise above it. After all, she believed, living in unlivable conditions is dehumanizing. Not having a way out is immoral. For them to find a better place in the world, Inderjit knew they must be educated. And she knew even a little education would go a long way toward avoiding a lifetime of humiliation. Inderjit was the architect and driving force behind a simple but powerful improvement to her society: Take the school to the children. CHAPTER 2 • Sense of Fairness——33 From just one school, the Ruchika Social Service Organization has grown to include 17 platform schools at railway stations dotted across well over 100 miles (160 kilometers) of train track.
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